Unit 1 Visiting Canada project Time 教案（表格式）

教学设计
课题 PROJECT TIME-ALL ABOUT ME
1.指导思想与理论依据
《义务教育阶段小学英语课程标准（2011年版）》中对英语课程任务提出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听说读写技能，形成一定的综合语言应用能力；培养学生的观察、记忆、思维、想象能力和创新精神，培养爱国主义精神，形成健康的人生观。指明了由主题语境、语篇类型、语言知识、文化知识、语言技能和学习策略等六要素构成的课程内容以及英语学习活动观。 具体而言，指向学生学科核心素养的英语教学应以主题意义为引领，以语篇为依托，整合语言知识、文化知识、语言技能和学习策略等学习内容，创设具有综合性、关联性和实践性的英语学习活动，引导学生采用自主、合作的学习方式、参与主题意义的探究活动。基于此，本节课采用小组合作式学习模式，引入“追梦人”，指导组员间互帮互助完成创意做书活动。除此之外，将rap、视频融入听说读写教学环节，既提高学生英语学习兴趣，让知识点间相互渗透，注重知识应用，提升英语学科综合素养。
2.内容分析
本节课是人民教育出版社义务教育教科书《英语（一年级起点）》六年级下册Unit 1. Visting Canada 为最后一个课时，知识点涵盖了前几册的内容。
3.学习者分析
六年级学生思维处于具体形象思维占主导地位的阶段，感知性强。容易被外界新奇的事物吸引注意力。但此时孩子们的抽象思维能力也逐渐凸显，对于思维导图总结文本这一方式具有很强的好奇心和适应力。通过小学六年级的学习，学生具备一定的英语听说读写能力。我校学生一年级开始接触英语，一直以来，学生除了教材讲授外，还额外学习培生英语绘本系列丛书、坚持每周口语检测、每月作文辅导以及每季度学情检测。学生们的输入量其实是比较大的，积累了一定的词汇量及话题语料库。并且，由于我校坚持做口语检测，学生们敢于开口，遇到生词都能借助自然拼读大声朗读，遇见问题可以小组合作讨论完成，有着较强的理解能力和认知能力。长时间的英语学习和积累，让本班学生已经具备一定的英语阅读和会话能力，能够清楚指导课堂英语指令，学生灵活性强，知识点掌握较快。因此教师在设计课堂时，往往将课堂交还学生，促进学生自己开口说、自己动作做，让学生享受学英语，更享受用英语。
4.教学目标（含重难点）
教学目标引导学生借助图片读懂项目制作成品，并尝试进行小制作。引导学生完成项目制作任务，开阔其视野,为其提供更为丰富的学习资源。让学生在同伴间分享各自的学习成果,体验成功的快乐。教学重点指导学生综合运用所学知识进行语言输出，培养其用英语做事情的能力。让学生学会自己总结思维导图，并用思维导图复述文章主要内容。教学难点根据思维导图，进行文本内容的复述，提升学生英语思维品质。渗透习近平总书记我们都是追梦人讲话内容，引导学生说出自己的梦想，并认识到实现梦想需要脚踏实地努力奋斗。
5.教学过程与教学资源设计
环节一 热身Warm-up师生TPR共唱教师自创rapBoys and girls, eyes on meA teacher from Yichang, that is meWow, Yichang, a beautiful cityA city with the dam in my dreamA city with fish swim in the river.Boys and girls, eyes on meColorful seasons, do you likeWonderful violin, I won prizeA girl with energy, that is meWow wow, how about you.学生老师一起手举过头顶打节奏【设计意图：通过调查问卷了解到学生最喜欢rap，通过将孩子们的兴趣点与文本主题相结合的形式，让学生尽快进入上课状态，也为本节课内容做了铺垫。】师生rap内容互问T：Wow wow how about you Where do you come from S: I come from Enshi\Dangyang......T: Did you win a prize before S: Yes./NO T: What did you win prize for S: I won prize for........【设计意图：与rap最后一句词呼应，师生问答使学生迅速进入思考状态。通过老师示范提问，为下一环节读前预测做铺垫，将学生思维训练做扎实。】环节二 图片环游 预设提问PredictionT：Today, we’re going to talk about All About Me. Look at my friend, he is Larry. He writes a book. Do you want to read it S: Yes.T: Can you guess what does he write in this book You can look at the pictures here, they are all from the book. Discuss in groups.引导学生通过浏览黑板上张贴的图片，小组讨论，预设问题，自主提问。学生边提问题，教师边总结反馈。问题如下：When was he born Where does he study Does he have a pet What does his father do What’s his favorite season How many rooms are there in his home Did he win a prize What’s his dream 【设计意图：运用图片环游，让学生通过图片了解文本大致内容，并通过图片提出相应问题，训练学生的思考能力。提出问题之后并对问题种类进行总结，提升英语总结归纳能力，了解Larry是从8个方面写自己的。为后面写自己或写他人可以从哪些方面进行做好铺垫。】环节三 观看影片 找寻答案Watch and answerT：Now, let’s watch his video carefully, and find out these answers. Question one: When was he born Question2: Where does he study Question three: Does he have a pet T: Are you ready S: Yes.教师播放视频，学生安静解答。T：Okay, who knows the answers, please hands up.T: How about you Can you tell us the answers T: Yes or no, ok, big hands for himS: He was born on August 12, 2004.T: Great. And how old is he now S: He is 15 now.T: How old are you now S: I am eleven.T: And when was your birthday S: It was on .........T: Did you celebrate your birthday at home S: Yes/No此段结束，强化age（为后期总结描述人时可涉及哪些方面做铺垫）T：Where do you study S: I study in.....此段结束，在图片环游处强化school（为后期总结描述人时可涉及哪些方面做铺垫）T: When was Kitty born S: She was born in May.T: What does she look like S: She has......T: Do you have a pet S: Yes, .......T: I also have a pet, you may choose one here, but remember one thing, please take good care of us.此段结束，在图片环游处强化pets（为后期总结描述人时可涉及哪些方面做铺垫）【设计意图：解构文本内容，在解答学生上一环节提问的同时，在课堂上大量输入补充的相关内容，例如What does your pet look like 将六册知识点融会贯通，让学生学会理解应用与表达。 】环节四 听音辨音 选择答案Listen and chooseT： We’ve known his age, school and pet, do you want to know more about him S: Yes.T: Okay, this time please listen carefully and choose the correct answers.T: Who gets the answers Hands up. Yes, you please.T: Really You can think it again. \ Wonderful, highfive, you did a good job.T: What does your uncle do S: He is....T: Do you think he is great S: Yes.T: My grandpa is a farmer. I also think he is great. Every job is important to us, so we need to respect them.此段结束，在图片环游处强化families（为后期总结描述人时可涉及哪些方面做铺垫）T: Can you guess why does he like summer Please look at the pictures.S: Maybe because....T: Perfect. What’s your favourite season S: My favourite season is.....T:Why do you like it S: Because I ....此段结束，在图片环游处强化seasons（为后期总结描述人时可涉及哪些方面做铺垫）【设计意图：解构文本内容，在解答学生上一环节提问的同时，在课堂上大量输入补充的相关内容，例如Why do you like it, what can you do 将六册知识点融会贯通，让学生学会理解应用与表达。 】环节五 大声朗读 挖词填空Read and fillT: I still want to know more about him, can we read together S: Yes.T: This time, please read loudly and fill in the blanks. Ready Go go go.T: Do you get the answers Share with us.S:........T: Amazing, you are a good reader.此段结束，在图片环游处强化rooms,hobbies。（为后期总结描述人时可涉及哪些方面做铺垫） 【设计意图：解构文本内容，回答课前学生的问题预测。因内容比较简单，则此部分一带而过。让学生们通过老师的教学能自我认知重难点，培养学习习惯及思维习惯。 】环节六 自由讨论 大胆抒发Discuss and sayT： Can you tell me what his dream is S: He wants to be a doctor.T: Fabulous.T: Can you guess why S:Maybe he wants to help people get fit.T: Wonderful answer.T: My dream is to be a scientist. How about yours S: I want to be.....T: Wow, a nice dream. Why do you want to be.....此段结束，在图片环游处强化dreams。（为后期总结描述人时可涉及哪些方面做铺垫）引导学生们说出自己的梦想，并给出理由。联系当下热点，我们都是追梦人，重温习主席讲话精神。【设计意图：解构文本内容，回答课前学生的问题预测。同时课前调查问卷显示，学生对该话题很不熟练，因此教师应多花时间操练此话题。过程中注重学生发散性思维培养，以书本为依托，拓展更多知识点，让输入更充足更高效，为输出做准备。同时让教学有人文关怀和国家情怀，注重保护孩子们的梦想，更加注重提示实现梦想的方式在于不懈奋斗。 】环节七 思维导图来巩固 重述故事学操练Drill and consolidationTPR教学法，要求学生合上书本，回顾鱼骨图，复习文本主要内容，学生回答问题时，翻转问题检查答案，同时老师给全班同学展示答案，以点带面全班复习。T：When was he born S： He was born on August 12, 2004.(学生边回答边翻鱼骨头）成如下问题回顾：Where does he study Does he have a pet What does his father do What’s his favourite season How many rooms are there in his home Did he win a prize What’s his dream.【设计意图：重构文本，让学生动起来自己去翻答案验证答案，实现“大胆猜测-小心验证”，注重培养学生严谨的思辨能力。 】小组讨论，利用关键词复述整个故事。T: Can you retell the story S:..........T: I want to give you a hug. Amazing. You are a good thinker.【设计意图：重构文本，发挥思维导图的作用，注重学生英语学科素养的培养。 】图片环游回顾描述人的不同角度，拓展写作T： Look here, Larry writes himself from these aspects, age, school, hobbies, family, home and dreams... If you were Larry, what can you write for more information S: ......老师点两个学生起来回答问题，并补充在图片旁。【设计意图：提升学生整体思维及认知能力，拓展写作，将六册内容融为一体，注重知识综合应用。 】教师书本展示，为学生自己动手做示范。T： This is a book written by me. I write one more page about myself, can you read together S: I love my job now, being a teacher is a happy thing. I love to see your smiles.T: Terrific. So, be happy ok S: OK.【设计意图：教师明确示范，学生做起来更有效率。同时，通过教师示范让学生了解到写All About Me不要受文本禁锢，固化思维，可以根据实际情况增添一些内容。】 环节八 巩固操练 落实重点Output学生自由完成自己的书，教师随时指导批阅。选学生上台分享，利用希沃投影设备在全班展示。T： Can you share with us S: Yes.T: Ok, please come to the front with your book.S:...............T: Does he like.... S: Yes.....No......【设计意图：应用信息技术，注重培养学生独立写作能力及语言组织能力，并通过展示环节，增加同学间学习交流的机会。】家庭作业Homework1.Share the book written by yourself with the parents.2.Read one biography.【设计意图：将学习成果和家人分享，促进家人间沟通交流，呼应本册本单元话题重点。同时，让孩子阅读一本名人传记，可了解别人是如何深入介绍自我、剖析自我并实现自我的。】
6.板书设计
对学生读错单词进行板书